Fateme Giyahi; Ali Mohammad Rezaei; Farahnaz Kianersi
Abstract
The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study ...
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The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male&243 female) who were randomly selected using stratified method and completed study scales. Exploratory factor analysis with Principal Component Analysis method was conducted to determine the construct validity. The principle component analysis revealed that the lls consist of two factors: “self-direction and self-evaluation” and “application of knowledge and skills”. Also, data analysis showed that internal consistency of self-direction and self-evaluation factor was 0/47 and application of knowledge and skills factor was 0/63. The test- retest reliability was 0/81 and 0/70, respectively. The negative correlation between scores of lifelong learning and academic burnout (r = - 0/46; p ≤ 0/01) represents the divergent validity of the questionnaire and positive correlation with deep learning (r = 0/52; p ≤ 0/01) represents the convergent validity. There was significant relationship between lifelong learning and achievement motivation (0/49) and there was positive correlation between lifelong learning and academic achievement (0/16). Therefore lifelong learning questionnaire has suitable construct validity, convergent and divergent validity and test- retest reliability, but due to insufficient internal consistency, this scale needs to be more investigating, and it is recommended that future studies be reviewed and the internal consistency of the questionnaire will be improved by increasing the number of questions
Iman Allah bigdeli; Mohammad Ali Mohammadifar; Alimohammad Rezaei; Abbas AbdolHoseinzadeh
Volume 4, Issue 14 , November 2016, , Pages 41-52
Abstract
Problems of learning Mathematics are important because all children need to do mathematical calculations in their early years of school. The present study intends to examine the effect of mathematic problem – solving training with playing – based method on attention, problem – solving ...
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Problems of learning Mathematics are important because all children need to do mathematical calculations in their early years of school. The present study intends to examine the effect of mathematic problem – solving training with playing – based method on attention, problem – solving and self – efficacy in students with mathematic learning disability. In this quasi – experimental study, a pretest – posttest design with a control group was used. The population included all male and female students with mathematic Learning disability who studied in primary schools of Torbat-e-Heydarieh city in the academic year 2015-2016. The sample included 36 male and female students with mathematic Learning disability that were selected through one – stage cluster sampling and assigned randomly in to experimental group and control group. The research instruments used in this study included conners questionnaire, sherer General self – efficacy scale, teacher – made mathematic test, wechsler Intelligence scale for children and key math Diagnostic Test. Pretest and posttest were administered on both groups...
